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Report to the North Carolina General Assembly

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Report to the North Carolina General Assembly Public Schools of North Carolina State Board of Education Department of Public Instruction Report to the North Carolina General Assembly Broaden Successful Participation in Advanced Courses SL 2013-360 (SB 402, Budget Bill), sec. 8.27 (h) SL 2014-15, sec. 12 as amended by 2014-15, sec. 49.5 G.S. 115C-174.26 Date Due: December 15, 2017 Report # 27 DPI Chronological Schedule, 2017-2018 STATE BOARD OF EDUCATION SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen. SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina. WILLIAM COBEY BECKY TAYLOR TODD CHASTEEN Chair :: Chapel Hill – At-Large Greenville – Northeast Region Blowing Rock – Northwest Region A.L. COLLINS REGINALD KENAN WAYNE MCDEVITT Vice Chair :: Kernersville – Piedmont Triad Region Rose Hill – Southeast Region Asheville – Western Region DAN FOREST AMY WHITE ERIC DAVIS Lieutenant Governor :: Raleigh – Ex Officio Garner – North Central Region Charlotte – At-Large DALE FOLWELL OLIVIA OXENDINE PATRICIA N. WILLOUGHBY State Treasurer :: Raleigh – Ex Officio Lumberton – Sandhills Region Raleigh – At-Large MARK JOHNSON GREG ALCORN Secretary to the Board :: Raleigh Salisbury – Southwest Region NC DEPARTMENT OF PUBLIC INSTRUCTION Mark Johnson, State Superintendent :: 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Maria Pitre-Martin, Ph.D., Deputy State Superintendent :: 6307 Mail Service Center, Raleigh, NC 27699-6307 :: Phone: (919) 807-3759 :: Fax: (919) 807-4065 Visit us on the Web :: www.ncpublicschools.org M0517 Report to the North Carolina General Assembly: §115C-83.4A ~ Advanced Courses In response to G.S.115C-83.4A, the North Carolina Department of Public Instruction (NCDPI) initially established the NC Advanced Placement Partnership (NCAPP) in May 2014 with the College Board. The NCAPP continues with its purpose to broaden access and successful participation in advanced coursework in North Carolina’s (NC) public schools. According to G.S. 115C-83.4A, “it is the intent of the State of North Carolina to enhance accessibility and encourage students to enroll in and successfully complete more rigorous advanced courses to enable success in postsecondary education for all students.” The NCAPP continues to respond to the legislation through various efforts. In 2016-17, twenty-one NC school districts participated in the NCAPP as “targeted districts” with focused support and technical assistance. For this 2017-18 academic year, College Board and NCDPI looked at effective participation and success with the initial cohort of districts and began a new cohort of targeted districts. Currently, nineteen low-performing districts are participating with the NCAPP as targeted districts. NCAPP continued with districts who still needed support, added new districts who were interested, rotated off those that had developed sustained efforts, and revised the level of participation of some districts that were focusing on other efforts. By having a new cohort involved, NCAPP is growing to have further state-wide impact. NCAPP also provides state-wide support through professional development opportunities open to all public school districts across the state, both face-to-face and online opportunities. In addition, the General Assembly continues to appropriate funds to pay for all Advanced Placement (AP) and International Baccalaureate Diploma Programme (IB) exams for public school and charter school students who were enrolled in the corresponding AP/IB courses; this began in 2014-15. Beginning this year, legislation included Cambridge International Exams (CIE) to this effort. College Board and the NCDPI are continuing to work together on these various aspects to ensure continued success of the NCAPP. Alongside with NC’s public school districts, the NCAPP spearheads NC’s progress with AP course enrollment and AP exam participation. The state’s most recent data from NCDPI and College Board show continued gains in areas of course enrollment, exam participation and exam performance. Below are some key highlights that are detailed further in the report: • Currently in 2017, 82,311 students are taking at least one AP course. These students represent 158,670 course enrollments. This represents a 2% increase in course enrollments and a 5% increase in number of students since last year. There has been a consistent increase in number of students and course enrollments since the beginning of NCAPP in 2014-15. • The number of AP Exam-Takers in North Carolina’s public schools increased 6.0% from 2016 to 2017, representing a 22% increase over the last three years. In the 21 target NCAPP districts, the number of students taking AP exams decreased 8.0% in 2017 over the 2016 year. • The number of AP Exams taken in North Carolina’s public schools increased 6.9% from 2016 to 2017, representing a 29% increase over the last three years. • The number of AP Examinees scoring 3 or better on AP exams in North Carolina’s public schools increased 7.1% from 2016 to 2017, representing a 19% increase over the last three years. • AP participation and performance for Black and Hispanic students in North Carolina’s public schools continues to outpace the participation and performance for Black and Hispanic students seen nationwide. • The number of Black AP Exam-Takers in North Carolina’s public schools increased 5.9% from 2016 to 2017, as compared to a 5.0% increase in Black AP Exam-Takers in public schools nationwide. • The number of Hispanic AP Exam-Takers in North Carolina’s public schools increased 13.5% from 2016 to 2017, as compared to an 8.8% increase in Hispanic AP Exam-Takers in public schools nationwide. This continued success is a result of hard work by NC’s teachers and districts and the investment by NC to broaden access and successful participation in advanced courses. With NCAPP’s sustained efforts of professional development and technical assistance, the State Board of Education (SBE) and NCDPI expect continued progress to increase access and successful participation in Advanced Placement courses across NC and further meet the intent of the legislation. Report Requirements This report responds to the requirements of the legislation enacted in SL 2013- 360, Broaden Successful Participation in Advanced Courses. The SBE/NCDPI report fulfills some requests, while others are fulfilled by the companion College Board NCAPP Report. The following table reviews the report requirements and indicates which report addresses the required information: The North Carolina Advanced Placement Partnership's SBE/NCDPI Report report to the NCDPI and the assessment of that report. College Board NCAPP Report Number of students enrolled in advanced courses and SBE/NCDPI Report participating in advanced course examinations, including demographic information by gender, race, and free and College Board reduced-price lunch status. NCAPP Report Student performance on advanced course College Board examinations, including information by course, local NCAPP Report school administrative unit, and school. Number of students participating in 10th grade College Board PSAT/NMSQT testing. NCAPP Report Number of teachers attending summer institutes offered College Board by the North Carolina Advanced Placement Partnership. NCAPP Report Distribution of funding appropriated for advanced course SBE/NCDPI Report testing fees and professional development by local school administrative unit and school. Status and efforts of the North Carolina Advanced SBE/NCDPI Report Placement Partnership. College Board NCAPP Report Basic Status and Efforts of NCAPP NCAPP Targeted Districts NCDPI and College Board began a new cohort of targeted districts for this academic year. NCDPI and College Board invited additional low-performing districts to continue as part of the NCAPP with focused participation as well as updated the level of participation of the initial cohort based on need. Twelve of the 21 school districts that participated last year continue with the NCAPP for 2017-18. Seven additional school districts are participating in the NCAPP as target districts for 2017-18. The target school districts are low-performing in the areas of ACT composite, math rigor, overall performance composite scores, and AP participation and performance. Each year, NCAPP and NCDPI will continue to re-evaluate the districts participating based on new levels of need to ensure effective implementation. 2017-18 NCAPP Targeted Districts Asheboro City Avery County Bladen Columbus Duplin County County County Edgecombe Greene Lenoir Lexington City Nash-Rocky County County County Schools Mount Randolph Richmond Robeson Sampson Scotland County County County County County Wayne Weldon City Wilson Yancey County Schools County County NCAPP State-Wide Efforts In addition to focused district support through professional development and technical assistance, NCAPP continues to work with state-wide efforts as well. In particular, every school district across the state
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